The historical case study was designed to examine how the Play It Smart program, a Sports-Based Youth Development Program, was adopted and sustained by local stakeholders in an urban high school setting after the initial seed funding was cut. Current and past key stakeholders were invited to participate and school leaders (n = 2), community leaders (n = 2), the original Academic Coach (n = 1) and current Academic Coaches (two of which are past program participants) (n = 3) agreed to be interviewed for this investigation. The intent of the interviews was to uncover the key factors that are present that allow the Play It Smart program to sustain itself from year to year as well as how the program has become entrenched into the school culture and the role it plays in the academic and athletic objectives/philosophies of the school. Responses revealed a number of major themes related to the adoption and ongoing commitment to sustain the program for the last 16 years. These themes included an initial pledge from the stakeholders to restore the academic and athletic reputation at the school, the recognition of the relationship with the original Academic Coach and the positive results that were repeatedly promoted, the recruitment and buy-in from a collection of traditional and non-traditional allies including the students and, ultimately, a shift in culture that seems to stem from a dynamic group of past participants that provides hope. The themes related to sustainability seem to further validate the theoretical framework that was so critical for the establishment of the Play It Smart programs in that: the context, football (sport) and academic performance, is also valued by stakeholders; the primary external asset, the caring adult mentor or Academic Coach, was able to attract and involve other assets to support the participants; the internal assets, life skills, were developed and refined while participating in community service activities which serve as the regular highlights shared with stakeholders throughout the school year; and the evaluation was designed to promote progress and to allow for adjustments.

Unaccompanied immigrant youth (UIY) face obstacles that can hinder their education in their host countries. Given that educational attainment can help interrupt intergenerational cycles of poverty, the examination of support systems for UIY is critical. This study examined the role of sports-based youth development (SBYD) programs in supporting UIY students using a utilization-focused evaluation. To do this, two groups’ high school graduation rates were compared: (a) UIY participating in an SBYD program and (b) UIY not participating in a SYBD program. In addition to this quantitative analysis, UIY were surveyed and interviewed to contextualize the results of the graduation rate comparison. The graduation rate analysis demonstrated that students who take part in an SBYD program were more likely to graduate than those who did not. The participants reported that their SBYD program connected them to other people and motivated them to continue their education. In short, this study provides evidence that SBYD programs can promote social inclusion and educational attainment for UIY. Keywords: Unaccompanied immigrant youth, sports-based youth development program, utilization-focused evaluation, graduation rate